Embed Size (px)
Citation preview
Michela Formosa is the Director of Studies at
the European School of English. She has
taught students of all ages on various courses
since 1997. In addition, she has trained teach-
ers on lifelong learning programmes, the In-
duction and CertTESOL courses. Michela
believes that the role of the motivator is im-
perative for any learner to achieve success and
she has implemented this belief both with her
students and her teachers.
Sarah Zammit is the Quality Assurance and
Teacher Development Coordinator at the Euro-
pean School of English. Sarah has been teach-
ing and training teachers for 14 years. Her
position is a true reflection of her passion for
the industry. Sarah tutors, mentors and deliv-
ers workshops. She is an advocate for excel-
lence in teaching and the sharing of good
practice.
Thank you!
Sarah Zammit
Michela Formosa
Eaquals In ternat iona l Conference
Malaga 2015
Learning Beyond the
Classroom
Learning Beyond the Classroom
1. Engage your
students with
the theme,
topic or con-
cept rather
than with the
m a t e r i a l —
encourage your
students to
‘own’ a theme, topic or concept in or-
der to bring it to life outside the class-
room (in the real world) rather than
complete worksheets for HW.
2. Collaborative
learning—play on
y o u r s t u de n t s ’
strengths, give them
the chance to shine;
every student has
something valuable
to contribute. Recog-
nising this in a team
setting, is a valuable life skill.
3. Learner styles—beyond
the classroom activities
account for and allow
students to use their own
preferred style/s. Teach-
ers need to be aware and
make their students
aware of their learning
styles.
m a n a g i n g
f e e l i n g s ,
r e s e a r c h ,
c o g n i t i v e
and meta-
c o g n i t i v e
skills.
8. Resources—ensure that you direct
your students to the right sources and
resources. Your
students may get
lost in the vast
amount of informa-
tion available to
them.
9. Learning tools—a successful learner
will use the tools and techniques ac-
quired in class in their ‘beyond the
c l a s s r o o m ’
tasks. These
can be any-
where be-
tween a read-
ing subskill to
interpersonal skills.
10. Feedback—this should be adminis-
tered by themselves in a bid to pro-
mote self-reflection,
by their peers and
by their teacher
from time to time.
This allows the stu-
dents to understand where they stand
in order to clarify, amend and explore
further.
4. Release control—let
your students take
charge, make them
responsible for their
own learning in and
outside the class-
room. Involve them
in the decision mak-
ing process in order to make them
accountable and responsible.
5. Reward students—praise them, dis-
play, share and pub-
lish their work (with
their consent), set goal
oriented tasks and
give them a sense of
achievement.
6. Create risk takers—encourage your
students to discover, explore and ex-
periment in their own way. Encourage
your students to
be daring and
a p p l y t h e i r
knowledge out-
side the safety of
the classroom.
7. Make it relevant—give your students
the opportunity to see how and
what they are doing is directly
relevant to them. Whichever ‘beyond
the classroom’ task is chosen your
students will be practising or develop-
ing at least one of the following life
skills: autonomy, time management,
n e g o t i a t i o n , d e l e g a t i o n ,
comprehension, problem solving,
Ten Top Tips to Motivate
Students to Learn
Beyond the Classroom
